Physical Activity Behaviour: An Overview of Current and Emergent Theoretical Practices

Buchan, Duncan S.; Ollis, Stewart; Thomas, Non E.; Baker, Julien S.

doi:10.1155/2012/546459

Cited by 109 publications

(90 citation statements)

References 62 publications

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“…Several theories and models have been proposed to facilitate the exploration of active lifestyle choice [12]. Recently, ecological perspectives have been proposed as an effective approach in combating current physical inactivity levels [13–17].…”

Section: Introductionmentioning

confidence: 99%

Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course): a DEDIPAC-study

et al. 2016

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BackgroundA large proportion of European children, adults and older adults do not engage in sufficient physical activity (PA). Understanding individual and contextual factors associated with PA behaviours is essential for the identification and implementation of effective preventative environments, policies, and programmes that can promote an active lifestyle across life course and can potentially improve health. The current paper intends to provide 1) a multi-disciplinary, Pan-European and life course view of key determinants of PA behaviours and 2) a proposal of how these factors may cluster.MethodsAfter gathering a list of 183 potential PA behaviours-associated factors and a consensus meeting to unify/consolidate terminology, a concept mapping software was used to collate European experts’ views of 106 identified factors for youth (<19 years), adults (19–64 years), and older adults (≥65 years). The analysis evaluated common trends in the clustering of factors and the ratings of the distinct factors’ expected modifiability and population-level impact on PA behaviours across the life course. Priority for research was also assessed for each cluster.ResultsThe concept mapping resulted in six distinct clusters, broadly merged in two themes: 1) the ‘Person’, which included clusters ‘Intra-Personal Context and Wellbeing’ and ‘Family and Social Economic Status’ (42 % of all factors) and 2) the ‘Society’, which included the remaining four clusters ‘Policy and Provision’, ‘Cultural Context and Media’, ‘Social Support and Modelling’, and ‘Supportive Environment’ (58 % of all factors). Overall, 25 factors were rated as the most impactful on PA behaviours across the life course and being the most modifiable. They were mostly situated in the ‘Intra-Personal Context and Wellbeing’ cluster. Furthermore, 16 of them were rated as top priority for research.ConclusionsThe current framework provides a preliminary overview of factors which may account for PA behaviour across the life course and are most relevant to the European community. These insights could potentially be a foundation for future Pan-European research on how these factors might interact with each other, and assist policy makers to identify appropriate interventions to maximize PA behaviours and thus the health of European citizens.

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Section: Introductionmentioning

confidence: 99%

Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course): a DEDIPAC-study

et al. 2016

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“…Theories of motivation and intention are at the forefront of research examining the psychological antecedents, mechanisms, and bases for intervention in exercise contexts (Buchan, Ollis, Thomas, & Baker, 2012). The Self-Determination Theory (SDT) is prominent among these theories and has received much attention in the literature on exercise behaviour (Ryan & Deci, 2007).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of an Autonomy-Supportive Teaching Structure in Physical Education. [Eficacia de la estructura de enseñanza con soporte de autonomía en educación física].

Meng¹,

Keng²

2016

rev. int. cienc. deporte

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PE teachers' motivational styles have a substantial impact on students' engagement in learning and can influence children to adopt physically active lifestyles. The Self-Determination Theory (SDT) seeks to explain human motivation and behaviour. Central to SDT, three basic psychological needs must be supported (the needs for autonomy, competency and relatedness) to enhance intrinsic motivation. Autonomy-support refers to the subjective experience of autonomy. Structure is important in PE as it creates the conditions whereby effective learning can take place. The current study examined the effects of a ten-week, school-based, autonomy-supportive structure (ASTS-PE) teacher training intervention in PE, on students' PE outcomes. Psychological needs satisfaction, perceived autonomy-support, relative autonomy index (RAI), engagement and objective moderate-vigorous physical activity (MVPA) levels in PE were measured. The study consists of two treatment (autonomy-supportive structure and autonomy-support only) and one control group. The results indicate that students in the autonomy-supportive structure group show better overall outcomes compared to the other two groups. The findings in this study provide strong evidence that both autonomysupport and structure are needed to maximise effectiveness in PE lessons. We further suggest practical ways in which teachers could implement an autonomy-supportive structure in their lessons.Key words: self-determination theory; physical activity; motivation, instructional strategies. AbstractCorrespondence/correspondencia: How Yew Meng National Institute of Education. Nanyang Technological University. Singapore Email: yewmeng.how@gmail.com Los estilos motivacionales de los profesores de educación física tienen un impacto sustancial en el compromiso de aprendizaje y pueden influir en la adopción, por parte de los niños, de un estilo de vida físicamente activo. La teoría de la autodeterminación (SDT) trata de explicar el comportamiento y la motivación humana. Según esta teoría, tres necesidades psicológicas deben ser respaldadas para potenciar la motivación intrínseca (la necesidad de autonomía, de competencia y de relación). El soporte de autonomía se refiere a la experiencia subjetiva de autonomía. La estructura en las clases de educación física es importante en cuanto a la creación de condiciones que permiten que tenga lugar un aprendizaje efectivo. El presente estudio examinó los efectos de una enseñanza con una estructura de soporte de autonomía en estudiantes de educación física tras un entrenamiento de 10 semanas. Se midieron la satisfacción de las necesidades psicológicas, el nivel de apoyo a la autonomía percibido, el índice de autonomía relativo (RAI), el compromiso y los niveles la actividad objetiva moderada-vigorosa (MVPA). El estudio consta de dos condiciones (estructura de apoyo a la autonomía y solamente soporte de autonomía) y un grupo control. Los resultados indican que los estudiantes en el grupo de estructura de apoyo a la autonomía mostraron mejores resultados glo...

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“…Theory-based interventions are typically informed by frameworks such as the transtheoretical model (Prochaska & DiClemente, 1983) and social cognitive theory (Bandura, 1997; Buchan, Ollis, Thomas, & Baker, 2012). These theories may inform the content of the intervention but often do not explain varying responses to the intervention and why some participants in the control group increase their physical activity.…”

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confidence: 99%

Self-efficacy versus perceived enjoyment as predictors of physical activity behaviour

Lewis

Williams

Frayeh

et al. 2015

Psychology & Health

154

118

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Objective Self-efficacy and physical activity (PA) enjoyment are related to PA behavior, but it is unclear which is more important and how they interrelate. The purpose of this study was to examine how these two constructs interrelate to influence PA behavior. Design Participants were low active adults (n=448) participating in a RCT examining the effect of a PA promotion intervention. Participants completed physical activity, enjoyment, and self-efficacy measures at baseline, six, and 12 months. Results Self-efficacy and enjoyment at both baseline and six months predicted PA at 12 months. However, enjoyment was a stronger predictor than self-efficacy in that self-efficacy no longer predicted PA behavior when included alongside enjoyment. In follow-up mediation analyses, enjoyment at six months did not mediate the effect of baseline self-efficacy on 12-month PA; however, six-month self-efficacy mediated the effect of baseline enjoyment on 12-month PA. Conclusion Our results indicate that interventions should perhaps initially focus on increasing enjoyment of physical activity. Greater PA enjoyment appears to influence individuals’ self-reported ability to engage in regular PA (i.e., higher self-efficacy ratings). Additional research is needed to better understand the interrelationships between self-efficacy and enjoyment and how these constructs affect PA.

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Physical Activity Behaviour: An Overview of Current and Emergent Theoretical Practices

Cited by 109 publications

References 62 publications

Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course): a DEDIPAC-study

Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course): a DEDIPAC-study

The effectiveness of an Autonomy-Supportive Teaching Structure in Physical Education. [Eficacia de la estructura de enseñanza con soporte de autonomía en educación física].

Self-efficacy versus perceived enjoyment as predictors of physical activity behaviour

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